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MentorHandbook2015/16

Mentor Handbook 2015/16

ContentsIntroduction page 3 Overview of School Based Training Requirements page 4 Trainee absence page 5 School Based Training Dates page 6 Responsibilities of the Mentor page 8 Mentor Training Dates page 9 Responsibilities of the Link Tutor page 10 Quality Assurance (QA) – the role of the Link Tutor page 10 Communication during School Based Training page 11 Link Tutors Supporting New Partnership Schools page 11 Link Tutor availability during the placement page 12 Initial Link Tutor Meeting page 12 Link Tutor Visit page 12 Responsibilities of the Trainee page 12 Trainees Causing Concern on School Based Training page 14 Mid-Point Review page 15 Final Assessments page 15 Reference requests page 15 Transition Profile for NQT Induction page 15 Supporting the Trainees University Learning page 15 School Based Training Indicative Timeline page 16

Appendices

Cause for Concern Procedures (Appendix 1) page 17 Trainee Dress Code (Appendix 2) page 18 Summary of Assessment Procedures (Appendix 3) page 19 How Mentors can support Trainees with University Modules (Appendix 4) page 20 Level Descriptors for Assessment of Teachers’ Standards (Appendix 5) page 25 Profile of Expected Progress (Appendix 6) page 35Middlesex ITE Partnership Key Improvement Priorities 2015-16 (Appendix 7) page 36

Mentor pro forma are available on the Primary Wiki http://middlesexpartnership.middlesex.wikispaces.net/

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Introduction

This handbook provides information and guidance on the role of the Mentor and how the role complements that of the Link Tutor and Initial Teacher Education (ITE) Lead in school. Additional information for Mentors and trainees can be found in the Partnership Guidance document, the Link Tutor Handbook and the Trainee Requirements for School Based Training (SBT) for each programme.

All SBT documentation is available electronically on the Middlesex Primary Partnership Wiki http://middlesexpartnership.middlesex.wikispaces.net/.

Trainees, Mentors or class teachers who wish to discuss or clarify any of the points in this document should contact one of the following university staff members:

Director of Primary ITE Programmes Dr. Christine KhwajaTel: 020 8411 5166e-mail: [email protected]

Primary ITE Partnership Manager Darren McKayTel: 020 8411 4107e-mail: [email protected]

BA (Hons) Primary Programme LeaderLorraine Kessler-SinghTel: 020 8411 5803e-mail: [email protected]

BA (Hons) Primary Year 2 CoordinatorHelen FarmeryTel: 020 8411 4751e-mail: [email protected]

PGCE Primary Programme LeaderFiona BaileyTel: 020 8411 5056e-mail: [email protected]

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mailto:[email protected]






Overview of School based training Requirements

Each placement requires trainees to spend a different percentage of time teaching. If it is felt necessary to alter the recommendations given, this can be done by agreement with the Link Tutor.

During their non-teaching time trainees should have the opportunity to observe good practice throughout the school. We recognise that planning meetings are mostly taking place during set PPA times which further reduces the amount of time available for trainees to observe their own class teacher and carry out other professional tasks. It would support trainee development if mentors and class teachers could ensure that trainees get some non-teaching time, that is not during PPA time, to observe good practice of teachers from across the school. Observation of experienced teachers is an essential part of a trainee’s development and should not happen only during their planned time away from their placement class. It is expected that the trainee will complete observations of experienced teachers during the timetabled contact time. Each Trainee should be observed and given individual feedback (verbal and written) for two lessons per week. Trainees should be observed in a range of subjects including foundation subjects. All trainees must receive written feedback about the teaching of phonics (this could be a group, individual child or whole class).

Additional notes for SBT2During the second week (or later on if more appropriate) the trainees will arrange to spend a day in the secondary school where the majority of the children transfer to in Year 6. Trainees should arrange to be allocated to a Year 7 class and then follow that class around for all lessons and activities for the day. Observation notes should be written up as evidence for the Professional Development Portfolio and will be presented at the standards check meeting, with their Academic Tutor, after SBT2. Trainees are expected to be proactive in setting up the visit.

Additional notes for BA SBT 3Observations of the Trainee

After the mid-point assessment of Teachers’ Standards, observations of more able Trainees should focus on the Grade 1 level descriptors.

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BA Primary Education Experience in 3 schools in three Key StagesMinimum of 24 weeks (or 120 days) in school

Days in schoolYear 1 SBT1 (paired placement in Foundation Stage with KS1) – 6 day link visits + 10 days preparation + 30 days school based training block (teaching approximately 40% of the timetable) including one day a week (6 days) in a KS1 class

Year 2 SBT2 (Key Stage 1 or 2) – 5 day link visits + 5 days Directed Tasks + 10 days preparation + 30 days school based training block (teaching 50% of the timetable for the first two weeks then 70% for the last four weeks)

Year 3 SBT 3 (Primary trainees complete the final SBT in either KS1 or 2 based on his/her individual training needs) – 10 days preparation + 40 days school based training block (first two weeks at 50% and remaining six weeks at 70%)

PGCE Primary Experience in 2 schools in two Key StagesMinimum of 120 days in school

Days in schoolPre-course placement 15 daysInduction Week 5 daysPE visits 5 days

SBT1 (Key Stage 1 or 2 paired placement) – 5 day link visits + 8 days Directed Tasks (over two weeks) + 5 days preparation + 30 days school based training block (teaching approximately 40% of the timetable) with half a day a week (6x ½ days) in a FS2 (Reception) class if SBT in KS1 or half a day a week (6x ½ days) in a KS1 class if SBT in KS2.

SBT2 (Key Stage 1 or 2 placement based on his/her individual training needs) – 6 day link visits + 5 days preparation + 50 days school based training block (teaching 50% of the timetable for the first three weeks and 70% for the rest of the placement) with half a day a week for first six weeks (6x ½ days) in a FS2 (Reception) class if SBT in KS1 or half a day a week for first six weeks (6x ½ days) in a KS1 class if SBT in KS2.

Trainee Absence from School based training (including day link visits and preparation)

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If a Trainee is unable to attend school for any reason they must telephone the school and ensure that a message is relayed to their class teacher and/or mentor. This must be done before the start of the teaching day. He/she must also inform the Link Tutor immediately. A medical certificate must be supplied for any absence extending beyond 5 working days. Days lost need to be made up in order to ensure the 120-day requirement of the training; the relevant Programme Leader will make the decision about making up time.

School Based Training Dates 2015/16

We are aware that holiday dates may vary according to borough or county

BA Primary School Based Training 3 Key Stage 1 or 2 DatesPreparation 2 weeks w/b 28/09/15 and 05/10/15Half Term (probable) I week w/b 26/10/15Block 8 weeks 12/10/15 to 11/12/15 (inclusive)Initial Link Tutor Meeting Trainees at Middlesex 08/10/15 (Thursday)Mid-Point Assessment w/b 09/11/15Mid-Point Review Trainees at Middlesex 12/11/15 (Thursday)Summative Assessment w/b 07/12/15BA Primary School Based Training 2 Key Stage 1 or 2 DatesDay link visits 5 weeks (Tuesdays) 10/11, 24/11, 01/12, 08/12 & 15/12Preparation 2 weeks w/b 04/01/16 and 11/01/16Half Term (probable) 1 week w/b 15/02/16Block 6 weeks 18/01/16 to 04/03/16 (inclusive)Initial Link Tutor Meeting Trainees at Middlesex 14/01/16 (Thursday)Mid-Point Assessment w/b 01/02/16Mid-Point Review Trainees at Middlesex 04/02/16 (Thursday)Summative Assessment w/b 29/02/16BA Primary School Based Training 1 FS2 (Reception) with KS1 (Paired) DatesDay link visits 6 weeks (Mondays) 08/02, 22/02, 29/02, 07/03, 14/03 & 21/03Preparation 2 weeks w/b 11/04/16 and 18/04/16Half Term (probable) 1 week w/b 30/05/16Block 6 weeks 25/04/16 to 10/06/16 (inclusive)Initial Link Tutor Meeting Trainees at Middlesex 21/04/16 (Thursday)Mid-Point Assessment w/b 09/05/16Mid-Point Review Trainees at Middlesex 12/05/16 (Thursday)

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Summative Assessment w/b 06/06/16

BA Year Two trainees may attend an alternative placement in a SEND school, nursery or another educational setting in May/ June 2016. These trainees must attain at least a grade 2 for the majority of the Teachers’ Standards at the end of SBT2.

PGCE Pre Programme Requirement* Small Groups DatesInduction Week 1 week w/b 28/09/15Directed Days – PE 5 sessions (1hr)

(1 whole day)25/09, 09/10, 16/10, 23/11, 30/11

PGCE Primary School Based Training 1

Key Stage 1 or 2 (Paired) Dates

Directed Tasks Weeks 2 weeks w/b 16/11/15 and 23/11/15Day link visits 3 weeks (Thursdays) 03/12, 10/12, 17/12Preparation 1 week w/b 04/01/16Block 6 weeks 11/01/16 to 26/02/16

(inclusive)Half Term (probable) 1 week w/b 15/02/16Initial University Tutor Meeting Trainees at Middlesex 07/01/16Mid-Point Assessment w/b 01/02/16Mid-Point Review Trainees at Middlesex 04/02/16Summative Assessment w/b 22/02/16PGCE Primary School Based Training 2

Key Stage 1 or 2 Dates

Day link visits 3 weeks (Mon + Tue) 07 & 08/03, 14 & 15/03 and 21 & 22/03

Preparation 1 week w/b 11/04/16Half Term (probable) 1 week w/b 30/05/16Block 10 weeks 18/04/16 to 01/07/16

(inclusive)Initial University Tutor Meeting Trainees at Middlesex 14/04/16Mid-Point Assessment w/b 16/05/16Mid-Point Review Trainees at Middlesex 19/05/16Summative Assessment w/b 20/06/16* Individual 2 week (10 days) observation in a primary school

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PGCE trainees may attend a placement in a SEND school during the final three weeks of SBT2. These trainees must be on target to achieve at least a grade 2 for the majority of the Teachers’ Standards at the end of SBT2.

The Responsibilities of the Mentor

The mentor will be a member of the school staff. It is acceptable for the class teacher to also be the mentor. In this case it is important that other members of staff also observe the trainee and give feedback.

Attend mentor training as required, see page 10 for dates. Complete the Mentor Self-Audit with the Link Tutor, as necessary. Provide pastoral care for the trainees during school based training. Check that the trainee's file is ready before the start of the school based training and sign it

off. Observe the trainee teach a minimum of one lesson/session per week (see individual Trainee

Requirements for specific guidance). This could be twice a week if the mentor is also the class teacher.

Provide written feedback on observed lessons and discuss this with the trainee on the same day (using the appropriate observation form, see Primary Partnership Wiki http://middlesexpartnership.middlesex.wikispaces.net/).

Alert trainees if they are causing concern as soon as a concern is identified. Trainees must be provided with the appropriate form (see Appendices and Primary Partnership Wiki)

Liaise with Subject and Aspect Leaders to arrange for them to observe the trainee teaching their subject/area and for the trainee to observe the Subject and Aspect Leaders’ teaching. It is expected that the trainee will be observed teaching Phonics regularly and will receive written feedback.

Monitor the trainee's file throughout the school based training. Liaise with the class teacher to monitor the trainee's progress. Liaise with the Link Tutor and/or Programme Leader to monitor the trainee's progress. With the Link Tutor, observe the trainee teach a whole lesson/session once during the

school based training. This should be a joint observation with the mentor and acts as a Quality Assurance session e.g. the mentor leads feedback and the Link Tutor will give guidance on that feedback.

With colleagues from school and the Link Tutor, participate in moderation activities of judgments made during lesson observations and targets set following observations.

Complete the Assessment of Standards Form at mid point and the end of placement, and identify strengths and targets in liaison with the class teacher.

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Agree the final assessment grade of each of the Teachers’ Standards in liaison with the Link Tutor.

Write the summative school based training report in liaison with the class teacher. e-mail the end of SBT Assessment of Teachers’ Standards and Summative Report to the Link

Tutor.

The weekly meeting between the Mentor and trainee supports the trainee to reflect upon their strengths and targets for further development. A recommended agenda for the meetings is:

1. Prior to the meeting the trainee shoulda. Complete his/her self evaluation of the Level Descriptors for Assessment of Teachers’

Standards only highlighting areas that are consistently being achievedb. Record specific strengths developed that week, directly linked to the Teachers’

Standards, on the Weekly Mentor Meeting and Review of Targets pro forma; the language of the Level Descriptors should be used

c. Record targets for the next week, directly linked to the Teachers’ Standards; the language of the Level Descriptors should be used

d. The above should drive the conversation of the meeting2. Review the trainee’s files and sign the form3. Review a selection of children’s work identifying evidence of high quality feedback and

where the trainee has had a positive impact on children’s learning – progress and or attainment

4. Discuss the trainee’s weekly evaluation and support reflection as appropriate5. Discuss lesson feedback received and ensure strengths and targets are clearly linked to

Teachers’ Standards 6. Review the trainee’s strengths and targets recorded on the Weekly mentor Meeting and

Review of Targets pro forma ensuring there is a clear link to all aspects of the trainee’s practice; discuss appropriate strategies to support school based professional development and learning

7. Discuss the coming weeka. Trainee’s planning for team teaching with Classteacher, group teaching and whole

class teaching b. Observation of experienced teachersc. The two observations of the trainee by the Mentor and other teachers

8. AoB

Mentor Training 2015/16

Please note that sessions will take place at Finchley Golf Club, NW7 1PU (ample car parking and easy access from tube http://www.finchleygolfclub.com). Specific details will be e-mailed to schools before each session. Certificates will be provided on completion of training.

Training consists of two full days and it is essential that mentors attend both (9:30 – 3:30 lunch provided).

Evidence from case studies has shown a direct correlation between trainee achievement and the quality of mentor support. This has a direct impact on the quality of the children’s learning experience and their progress during the SBT and beyond. Mentor training offered by Middlesex

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http://www.finchleygolfclub.com/


University is designed to develop highly effective mentors efficient in leading ITE at school as well as coaching for school improvement beyond ITE.

Experienced Mentors and prospective mentors are welcome to attend both days. We have designed the programme to coincide with the SBT dates, however participants may select the dates most appropriate to the individual needs of the school.

Over the two days the training will cover the mentor role in depth, pastoral support for the trainee, as well as processes and procedures. This training links closely with our CPD offer “Coaching for School Improvement”.

Please contact Darren McKay, Primary ITE Partnership Manager, if you would like further information [email protected] 020 8411 4107

To reserve a place please contact Kathleen Zielinska [email protected] 020 8411 6914

Day 1Mentoring Theory into Practice

Day 2Mentoring for School Improvement

Wednesday 23rd September 2015 Thursday 5th November 2015Thursday 26th November 2015 Thursday 28th January 2015Thursday 19th November 2015 Tuesday 2nd February 2016Thursday 25th February 2016 Thursday 5th May 2016Thursday 3rd March 2016 Thursday 5th May 2016

Link Tutor Responsibilities

Each partnership school will be assigned a Link Tutor. The role of the Link Tutor will be one of liaison, support and quality assurance. The specific responsibilities are outlined below.

Ensure that information passes between school and university Make initial contact with the ITE Lead in the school and inform the University Primary

Administrator of his/her contact details – FileMaker to be updated Respond to and mediate where problems occur that have not been resolvable and when

necessary recommend that Cause for Concern Procedures are initiated Meet with the trainees as a group during the preparation week/s Complete a joint observation with the Mentor of a whole lesson/session once (twice for final

placements) during the school based training, this acts as a moderation and Quality Assurance activity e.g. the Mentor leads feedback and the Link Tutor will give guidance on that feedback

Provide written feedback (using the appropriate observation form, see Primary Partnership Wiki http://middlesexpartnership.middlesex.wikispaces.net/).

Monitor the trainee’s file during visits Meet with the Mentor to discuss the trainee’s progress

o In a failing situation the Link Tutor must be informed and where necessary make an additional visit

Agree the final assessment grade for each of the Teachers’ Standards with the Mentor

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Receive the trainee’s end of SBT assessment grade for each of the Teachers’ Standards and the summative report (there is no requirement for mentors to complete a summative report for BA SBT1)

Quality Assurance (QA) – the role of the Link Tutor

The quality of the experience that trainees have in schools and settings is monitored in a number of ways. For example, the Director of Programmes and Primary ITE Partnership Manager visit schools across all five placements and two programmes.

Link Tutors will:

assume a QA role to ensure consistency in the expectations of trainees across programmes moderate school based training during visits by monitoring trainees in relation to

programme standards ensure trainees causing concern have an additional Link Tutor visit complete the Link Tutor Report highlighting strengths and areas to improve; share it with

the Mentor after each visit and the ITE Lead at the end of the placement support Mentors’ professional development e.g. complete the Mentor Self-Evaluation Tool

with a new Mentor amend reports completed by a Mentor and return them so amendments can be actioned

and reports re-issued

Communication during SBT

The ITE Lead in the school will be copied into all appropriate communication.The Link Tutor will:

contact the school, during preparation weeks, by phone and speak to the Mentor to check the progress of the Trainee(s)

visit schools with new Mentors once prior to the mid point assessment and once prior to the end of the SBT. During each visit the Link Tutor should complete a joint observation of the trainee and provide immediate feedback (written feedback should be given to the trainee as soon as is reasonably possible)

visit schools with experienced Mentors once (twice for a final placement student). During each visit the Link Tutor should complete a joint observation of the trainee and provide immediate feedback (written feedback should be given to the trainee as soon as is reasonably possible)

be available to all Mentors and trainees in partnership schools to support where necessary receive and respond to e-mails from trainees during the preparation period and SBT

placement. Trainees should regularly update Link Tutors on their progress i.e. e-mail all weekly targets and weekly evaluations to the Link Tutor

provide feedback on the weekly evaluation and weekly review of targets sent by trainees each week

e-mail trainees to remind them to:o e-mail all weekly targets and weekly evaluations to the Link

Tutoro request help by week 2 if needed o e-mail timetable changes as the teaching commitment increases

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o prepare for mid point assessmento attend University for mid point reviewo collect final assessments from the Mentor by end of block

Link Tutors supporting new partnership schools

Link Tutors in schools new to the partnership will need to make two visits; one prior to the mid point assessment and one prior to the end of the block. For final placement trainees Link Tutors will make three visits to new partnership schools. In addition to the responsibilities outlined above the Link Tutor will need to:

meet with the ITE Lead in the school to discuss the School Self-evaluation tool and development needs

check that the Mentor has the details of the Mentor Training sessions and whether they are able to attend

complete the Mentor Self-Evaluation Tool with the Mentor and identify strengths and development needs

provide personalised SBT development for Mentors and class teachers who are unable to attend Middlesex sessions

ensure that the Mentor and class teacher have access to the Primary Partnership Wiki and are able to navigate the resources successfully

support the Mentor and class teacher with mid point and final assessments and ensure that the final report is submitted at the end of the SBT

complete two joint observations with the Mentor of a whole lesson/session during the school based training, this acts as a moderation and Quality Assurance activity e.g. the Mentor leads feedback and the Link Tutor will give guidance on that feedback

Link Tutor availability during the placement

Link Tutors need to ensure that trainees and Mentors can contact them during office hours; this should be by telephone and e-mail. School-based Link Tutors must be able to collect telephone messages during the day. Trainees should provide Link Tutors with a completed personal details form.

Initial Link Tutor Meeting

Each Link Tutor will meet with the trainees during the preparation period. This takes place at the University and is for all cohorts.

Link Tutors monitor progress with regard to the setting up of trainee files and set targets accordingly. For trainees on SBT2 and SBT3 Link Tutors engage with targets from previous placements. Trainees discuss their timetables for week 1 and Link Tutors monitor coverage of the teaching of phonics and guided reading, opportunities to observe experienced teachers and times where trainees will be observed. The monitoring of timetables continues throughout the practice via e-mail.

Link Tutor Visit

Link Tutors will:

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complete a three hour visit per trainee touch base with the ITE Lead in the school meet with the Mentor to discuss the trainee’s progress during the SBT with the mentor, observe the trainee teach a lesson/session quality assure the feedback given to the trainee by the mentor and support as necessary provide written feedback using the lesson observation form monitor the Trainee’s SBT Files complete the Link Tutor Report and share it with the Mentor, recording the outcome of

meetings with members of staff involved in the assessment of the trainee, including the Mentor, class teacher and ITE Lead

support the Mentor to complete the Mentor Self-Evaluation (as necessary) provide professional development for the Mentor as needed, including referring

him/her to other sources of Middlesex University Professional Learning and Development (PLD)

ensure some time is given to the trainee in a 1:1 meeting to discuss support from Mentor and other aspects of QA

Responsibilities of the Trainee The provision of places within schools for trainees to practice the increasingly complex skills of teaching is dependent upon the goodwill built up over a number of years between tutors, heads, mentors and class teachers. There is no requirement that schools have to take trainees for school based training. For this reason, trainees need to be constantly aware of their status as visitors and that they are under the general direction of the Head Teacher.

Trainees must work within the equal opportunities ethos of the University and school, ensuring that they treat children and adults with respect and consideration. It is important that trainees behave in a professional way in school from the outset and that they demonstrate and promote the positive values, attitudes and behaviour expected of a teacher.

It is the trainees' responsibility to ensure that they are thoroughly prepared for the school based training block and to seek guidance from their mentor and class teacher as necessary.

It is compulsory to attend on the two University day visits and the school based training.

It is important that the University is informed of any factors that might affect the success of the school based training block. If, because of extenuating circumstances, absence is unavoidable, it is vitally important that the school is informed as early as possible. Trainees should also contact their Link Tutor by email daily. If a trainee is absent for more than 3 days the Link Tutor and mentor will decide whether time will need to be made up at the end of the placement.

Withdrawal from the school based training block without any prior consultation with the mentor, University Link Tutor or other tutor at the University will be viewed as a failure.

Trainees are normally expected to be in school for 8.15 am and to stay after school to attend meetings, work in the classroom and to meet with the class teacher.

General appearance needs to be acceptable to the school. When teaching PE trainees should wear trainers and track suits or jogging bottoms and a sweatshirt/t-shirt. Personal effects should be

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removed (or made safe where removal is not possible) prior to the start of all PE/games lessons. Trainees, mentors, class teachers and University Tutors should refer to the Primary Dress Code (see Appendix 2) for detailed guidance on these matters.

It is important that trainees interact fully and sensitively with teachers, practitioners and other adults who work in the school. A balance should be found between the needs of break and lunchtime preparation and the need to integrate with the school staff. Trainees should be invited to attend relevant staff meetings, training days, parents’ evenings, parent teacher functions and school clubs.

Trainees should keep a record of training opportunities during school based training.

Trainees are expected to invest a considerable amount of time in gaining the most from school based training. This will entail:

the development of a teaching file throughout the school based training block written and practical preparation for teaching evaluation of all teaching and learning record keeping and assessment of children’s development planning for/with other adults in the school seeking advice from Key Stage/subject co-ordinator/other professionals displaying children’s work accompanying the class teacher on duty involvement in extra curricular activities collecting evidence for the Professional Development Portfolio (PDP)

Schools vary in their behaviour policy, so it is important to become familiar with school policy and the rewards and sanctions that are used. Under no circumstances are trainees allowed to administer any form of corporal punishment.

Trainees must conform to all health and safety regulations paying attention to those that are prescribed by Local Authorities. This particularly applies to subjects of the curriculum that may expose children to potentially dangerous situations (e.g. PE, Design Technology and Science). Where relevant, trainees should, in consultation with their class teacher, carry out a Risk Assessment. Trainees must ensure that the class teacher/mentor or other supervisory adult is present at all PE/Games lessons and any lessons where potentially hazardous equipment may be used (e.g. Design Technology)

Trainees will be assessed against the Professional Standards for Teachers 2012. It is important that Trainees are familiar with the assessment procedures involved. Full information about the assessment procedures can be found in the Partnership Handbook and a summary is included in the appendices (see Appendix 3).

Trainees Causing Concern on SBT

If a trainee requires extra support, this should be reflected in the weekly meetings and subsequent targets set. These records should clearly identify the additional help the Trainee needs and specific actions that they will be required to undertake. If, at any point during the SBT, the trainee is at risk of failing, the Mentor should complete the Cause for Concern procedure as soon as the concern is

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identified (see Appendix 1). The forms must be word processed and e-mailed to the Programme Leader and copied to the Link Tutor and Head of ITT at the University. The forms are available on the Primary Partnership Wiki http://middlesexpartnership.middlesex.wikispaces.net/). The University’s Primary Administrator should update FileMaker identifying that the trainee is formally a Cause for Concern. A register to track the effectiveness of interventions, targeted support and record the progress made by the trainee will be kept by Head of ITT at the University.

If the Mentor has issued a Cause for Concern, Link Tutors should check that the targets on the progress support plan are appropriate and ensure that the Programme Leader is aware of the situation. Link Tutors should play a key role in supporting trainees through this process. It is often a very distressing and emotional time for them and words of encouragement and reassurance can make a huge difference to a successful outcome.

The targets set during a Cause for Concern meeting should be SMART and usually reviewed a week later (depending on holidays, illness, school trips, special weeks, etc.). The review is carried out by the Mentor and class teacher. The ITE Lead in the school should also be informed and involved in an advisory capacity so the trainee does not become overwhelmed during the formal meeting. It is expected that the Link Tutor will be involved in the process by telephone or e-mail. If the targets are not met, the school will inform the trainee that either the Cause for Concern has been extended for one week (this can be done once only) or that he/she has failed the SBT placement. Link Tutors should talk to the trainee as soon as possible after the unsuccessful review and ask them to make an appointment with the Programme Leader to discuss the next step.

Mid-Point Assessment and Review

Mentors should meet with the trainee during the mid-point assessment period of the placement to complete the assessment of each Teachers’ Standard. Once the report has been discussed with the trainee, a copy of the report should be e-mailed to the Link Tutor. The trainees come into the University just after mid-point assessment to meet the Link Tutor. Trainees will review their targets and discuss aspects of the placement with their peers and the Link Tutor. Link Tutors make a number of checks on the SBT and facilitate the meeting. Seminars covering aspects of Professional Studies are provided for each cohort and attendance is a requirement of the day. Trainees who attain mainly grade 2s or better (must include TS4 and TS6) can teach English and Mathematics from weekly plans, on the condition that the Mentor and Link Tutor agree.

Final Assessments

Mentors complete the summative reports (not required for BA SBT1) and end of SBT assessment of Teachers’ Standards by the end of the placement. Mentors should meet briefly with the trainee early in the last week of the placement, provide a copy of the reports and discuss the assessments with him/her. Mentors should then e-mail a copy of the reports to the Link Tutor. Receipt of the reports triggers the payment of the fee. Whilst this happens for many trainees it is not unusual for the reports to follow within a week or two of the end of the placement. To help prevent late receipt of reports, Link Tutors should send an e-mail reminding Mentors about the reports a week before the end of the placement.

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References requests

It is not unusual for trainees to be interviewed and offered their first teaching post during final school based training. Trainees should give the relevant Programme Leader as the first referee on applications for a first teaching post. The reference will be made up of a covering letter, the trainee’s academic profile and school based training summative reports from SBT1 and SBT2 for PGCE trainees and from SBT2 and SBT3 for BA Primary trainees.

References for second teaching posts will not normally be provided by the University.

Transition Profile for NQT Induction

The transition profile will be completed by the trainee electronically at the end of the relevant programme. A draft copy will be discussed with the academic tutor and then the final copy will be signed at the end of the programme. Trainees are responsible for keeping copies of this document.

Supporting the Trainees University Learning

The modules completed by the trainees at University prepare him/her for School Based Training and explore in depth the most up to date theory that will support children to make the best progress they can and to help the trainee to improve his/her own teaching practice. Lead professionals in schools and University Tutors lecture on the programmes and facilitate seminars and workshops to deepen the learning experiences of the trainees. An overview of the modules covered with ideas on how mentors can support trainees is included in the appendices (see Appendix 4).

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SBT Indicative Timeline Prior to SBT placement First half Mid point Second half Final week

Trainee

Day link visitsDirected tasksPreparation week/sSelf-evaluation of Teachers’ StandardsInitial Link Tutor meeting

By week two e-mail Link Tutor and request help if needed

Update Self-evaluation of Teachers’ StandardsMid point assessment at schoolMid point review at Middlesex University

Update Self-evaluation of Teachers’ StandardsMid point assessment at school

Each Week

Send timetable to Link Tutor Meet with Mentor to review weekly targets and set new ones Complete weekly evaluation Send weekly targets and weekly evaluation to Link Tutor Observe experienced teachers

Mentor

Day link visitsDirected tasksDiscuss Trainee progress with Link Tutor

Issue Cause for Concern if necessary Complete mid point assessment with trainee Issue Cause for Concern if necessary

Complete final assessments with trainee and summative report1; send to Link TutorWith ITE Lead, complete school section of Link Tutor Report and return to Link Tutor

Each Week

Observe trainee once per week Arrange for trainee to be observed once per week by other colleague e.g. Class teacher, ITE Lead, Subject Leader, Phase Leader, Head Review trainee’s folders Meet with trainee to review weekly targets and set new ones, linked to observations

Link Tutor

Initial Link Tutor meetingEstablish ITE Lead in school and make contactDiscuss Trainee progress with Mentor

Touch base with ITE LeadMeet with MentorJoint observation of traineeModerate feedbackMonitor trainee’s SBT filesSupport Mentor to complete Self-Evaluation (if required)Complete Link Tutor Report and share with Mentor

Mid point review at Middlesex University

If final SBT or new partnership school2 Touch base with ITE LeadMeet with MentorJoint observation of traineeModerate feedbackSupport Mentor to update Self-Evaluation (if required)Complete Link Tutor Report and share with MentorRemind Mentor to complete final assessments and report

Complete Link Tutor Report and share with Mentor and ITE LeadSend final Link Tutor Report to Primary AdministratorSend final assessments to Primary Administrator

Each Week Review trainee’s timetable – give feedback Review weekly targets and weekly evaluation – give feedback

1Final Assessment of BA SBT1 – Assessment of each Teachers’ Standard only; no summative report 2New partnership schools will have two Link Tutor visits; three for a final placement

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Cause for Concern Procedures

When a Cause for Concern has been triggered, the Mentor must satisfy him/herself that the trainee may not make sufficient progress to meet the minimum grades required without a support plan and formal Cause for Concern. The diagram below illustrates the procedures to be followed.

If the Mentor believes the trainee can make sufficient progress to meet the minimum grades required a support plan should still be issued and the procedures below are followed.

Once it has been agreed that a trainee has failed to meet the targets set, the Programme Leader must be informed immediately. He/she will advise the Mentor of the appropriate action to be taken.

18 Appendix 1

Weekly meetings have identified Trainee Progress as unsatisfactory

orOutcome 2Extend deadline

by one week(Once only)

Outcome 3Trainee has failed SBT

no

no

Outcome 1No further action is required; continue to support trainee

progress with weekly targets

yesyes

Issue a formal Cause for Concern and a support plan

noyes

Issue a support plan

Can the trainee make accelerated progress?

Has the trainee met the targets by the time indicated?

Has the trainee met the targets by the time indicated?


Primary Initial Teacher Training

Dress Code for Professional/Educational Settings

Policy: Middlesex University imposes no dress code on its trainees. It welcomes diversity of appearance in general terms. However, education trainees do need to consider the teaching context in which they will work in terms of Health & Safety and professional appropriateness.

Guidance for trainees on Primary Programmes: Appearance is one part of ensuring other professionals, parents and pupils can have confidence in you in the work-place. As a general rule in an educational setting, clothing should be of a smart-casual, conservative nature and should not restrict easy movement. Clothing should cover the body (bare midriffs, etc. are not acceptable). In some settings jewellery or facial piercing are not appropriate. The face should be uncovered when working in educational settings.

Guidance to ensure health and safety for teaching Physical Education: Trainees are expected to change their clothing and footwear when teaching Physical Education and for the university training sessions held in a local primary school. Further guidance is provided by the Association for Physical Education publication ‘Safe Practice in Physical Education and School Sport’. This document was revised and reprinted in 2008. In particular, trainees should ensure that:

Any clothing worn to comply with a faith commitment is appropriate to the activity being taught. It should be comfortable and allow for freedom of movement. Clothing that is loose or free flowing is generally not suitable for most physical activities and may compromise both safety of the wearer (e.g in gymnastics) and others in close proximity (e.g. invasion games). Headscarves where worn, are tight, secured in a safe manner and unlikely to catch on anything that may put the wearer at risk.1

If there is any reason why you may not feel able to comply with any of the above you must discuss this with your Programme Leader immediately.

1 Safe Practice in Physical Education and School Sport, Chapter 11: p 81 Published by the Association for Physical Education.

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Appendix 2


Summary of the Assessment Process

20

Formal weekly meeting: lesson observation, progress review, assessment and target setting: The quality of teaching is shown by the impact on pupil progress and learning, evidenced by observing pupils in lessons, pupil work books, trainee marking and trainee files. The trainee should collate weekly evidence including at least one formal weekly lesson observation with written feedback and reviews of pupil learning. Prior to the meeting the trainee will reflect on their weekly progress; at the meeting the mentor and trainee will use the ATS level descriptors to support the identification of strengths and areas for development as appropriate to that week. These will be used to set and review short term targets on a weekly basis. A record of the meeting is kept by the trainee and shared with University tutors.

Interim review and moderation points: These will typically take place mid-point and/or towards the end of the placement with the University tutor. As part of his/her QA role the University tutor will have arranged a suitable time to visit and jointly observe the trainee teach and participate in a mentor-led post-lesson discussion with the trainee and mentor. For the purposes of mentor development, the University tutor may on occasion lead the feedback session. This is a collaborative process and will be used to agree interim grades against each TS and review Part Two of the Standards. The trainee will also have self-assessed their progress and provided supporting evidence in their files. Mentors will provide a progress report in agreement with University tutors and trainees.

Final Review and moderation: Towards the end of the training programme there will be a further meeting between trainee, mentor and University tutor which will include joint lesson observation, scrutiny of trainees’ files and discussion with the mentor. Final grading decisions will be agreed for each TS. The mentor will then be responsible for completing the final summative report which will

identify final attainment for each TS, the impact on pupil progress and learning over time and a review of Part Two of the Standards. The report will inform completion of the transition profile for

NQT induction. At a moderation meeting University tutors will make a final decision on an overall grade for the

trainee informed by the summative reports, evidence from the trainee’s files and ATS profiles and the Ofsted criteria for assessing outcomes for trainees in the ‘Initial Teacher Education inspection handbook’ (September 2015). Borderline cases will be reviewed at a separate moderation panel

chaired by the Head of ITT.For the purposes of external moderation external examiners are involved at the end of the process to sample assessment judgements in relation to QTS through school visits, lesson observation and

scrutiny of trainees’ files.


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Appendix 3


How Mentors can support a Trainee in School with the University Based Modules

BA Year 1Term Module Title Summary Assessment How Mentors can support a

TraineeOne English for

Primary Teaching

Developing trainees’ subject knowledge in language study with focus on phonics and grammar. Practical sessions and presentations on phonics/grammar

CourseworkJanuary 16

Observe/dialogue with subject leader. Observe phonics and reading lessons and discuss observations with practitioner.

Mathematics for Primary Teaching

Developing trainees’ subject knowledge through mathematical problem solving. The focus is on systematic approaches in order that pedagogical skills are developed for the classroom.


Meeting with the mathematics subject leader. Support in sourcing good problem solving activities (e.g. nrichmaths.org). Observe and discuss lessons that use problem solving.

Science for Primary Teaching

Developing trainees’ subject knowledge of the key topics of the National Curriculum, and how to work scientifically.


Observe some practical science sessions and discuss observations with practitioner.

Introduction to Humanities Education

Trainees are introduced to History, Geography and Citizenship as primary curriculum foundation subjects and combine them in a local study of an area of London.


Trainees have opportunities to teach some humanities subjects through individual subject lessons or as part of topic. Explore resources available in schools.

Art Developing trainees’ confidence, knowledge, skills and understanding of Art and Design in the classroom through hands-on practical activities with a range of creative tools and techniques. Participation in pedagogic seminars in the context of EYFS, KS1 & 2, working outside the classroom, using sketchbooks, and in practical gallery activities.


Meet with subject leader. Observe art and discuss observations with mentor/subject leader.

Two English Classroom Application One

Developing trainees’ skills, knowledge and understanding of the pedagogy in reading, writing, speaking and listening in KS1 and EYFS.

CourseworkApril 16Written and oral feedback on phonics teaching

Review literacy and language policies and how progression in literacy and oracy is recorded.Discuss the phonic screening check. Opportunity to tell a story.

Mathematics Classroom Application One

Firm foundations in calculation skills. Trainees meet the manipulatives currently found in schools (Cuisenaire, Numicon, Multi-link, Dienes, Place Value counters etc) and explore the four number operations using the concrete resources.

CourseworkApril 16

Observe mathematics lessons and feedback on the multi-sensory approach used. Discuss the school calculation policy. Indicate what resources the trainee has available to them.

Science Classroom Application One

Developing skills, knowledge and understanding of the pedagogy required to teach Science in EYFS and KS1.

CourseworkApril 16

Observe science sessions. Discuss the knowledge and type of investigation addressed and the resources used to support learning.

Physical Education One

Students are introduced to KS1 PE in a school setting. They participate in activities, observe classes and are taught theory to support their

CourseworkApril 16

Create opportunities to plan, observe and teach PE. Trainees to be observed teaching with

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understanding of the importance of exercise and healthy living.

feedback on Health and Safety aspects of PE as well as pupils’ physical development.

Introduction to Computing and Technology

Consider the place of computing in the curriculum. Develop knowledge and understanding of a range of technology, particularly effective use of the interactive whiteboard and an introduction to computer programming. Encourage reflection on the safe and effective use of technology in the classroom

Coursework(creating and maintaining a reflective blog)April 16

Observe use of technology across the curriculum and discuss with subject leader for computing. Exploration of the range of technological tools in the school including using a Learning Platform. Discuss how computer science/programming is being taught in school and how issues relating to e-safety are addressed

Three Professional Studies for School Based Training One and School Based Training One

To prepare trainees for their first School Based Training placement and to meet DfE 2012 Teachers’ Standards to at least the minimum standard

Against Teachers’ StandardsJune 16

Mentoring the trainees, weekly meetings/target setting, modelling good practice, observing and giving feedback, directing trainees to areas of expertise within the school

BA Year 2Term Module Title Summary Assessment How Mentors can support

TraineesOne English Classroom

Application TwoExtending trainees’ knowledge of teaching of language up to Year 6.Focus on the assessment of language. Strong emphasis on linking theory to practice.


Discuss how school has adapted to new assessment arrangements in reading, writing and oracy. Observe what resources used in teaching literature and poetry. Observe an outstanding teacher of English.

Mathematics Classroom Application Two

Trainees reflect and critique current thinking with regards to mental versus written calculation methods. Progression of calculation strategies is considered with a particular focus on the teaching of division through the Primary year groups.


Discuss the school calculation policy. Observation of outstanding teachers in mathematics lessons across different year groups. Observe and feedback on the trainee’s ability to develop mathematical fluency in children.

Science Classroom Application Two

Developing skills, knowledge and understanding of the pedagogy required to teach Science in EYFS and KS1. Strong emphasis on the assessment of Science enquiry and on talk.


Discuss how the school is assessing learning without levels. Observation of outstanding teachers in Science lessons. Observe and feedback on the trainee’s impact on children’s progress in both knowledge and Science enquiry.

Computing and Technology Classroom Application

Trainees learn how to use computing and technology to enhance children’s knowledge and understanding across the subjects of the National Curriculum and become aware of some of the


Discuss the Acceptable Use Policy in relation to e-safety including how parents are involved. Observe & use a wide range of technology during the placement; digital cameras, videos, tablets,

23


applications for the different subjects. This includes the use the internet and collaborative tools to inform their teaching and develop their planning and professional use of computing, considering issues relating to e-safety. There is a focus on classroom management of Computing and Technology including the assessment, recording and reporting of computing

data loggers, digital microscopes, programmable toys, coding programs, web applications e.g. blogs, podcasts and collaborative tools.

Physical Education Two Trainees develop their understanding and experience of PE in KS2 through engaging in activities, observing pupils and planning for KS2.


Observe, plan and teach PE. Ensure they plan differentiation to meet a range of abilities and needs in their classes. Trainees should be observed during teaching to ensure they have feedback on Health and Safety, differentiation and quality of PE teaching and learning.

Two Professional Studies for School Based Training Two and School Based Training Two

To prepare trainees for their second School Based Training placement and to meet DfE 2012 Teachers’ Standards to at least grade 3

Against Teachers’ StandardsMarch 16

In addition to SBT1, allowing trainee to take on at least 70% of whole class teaching by week four

Three Interdisciplinary Studies To develop trainees’ knowledge and understanding of how meaningful links between two or more aspects of different subjects can impact positively on children’s learning.To develop trainees’ group work skills, as they write and perform a myth.

Performance and CourseworkMay 16

Discuss excellent examples of topic planning, which focus on meaningful links between subjects.Observe and feedback on trainees’ grouping of children for learning.

Religious Education and Citizenship

Trainees consider the aims and place of Religious Education in the primary curriculum. They develop subject knowledge and understanding of a range of pedagogies which promote good quality Religious Education.

CourseworkMay 16

Ensure students have opportunity to plan, teach and assess RE. Observe RE and give written feedback to promote development. Trainees should be aware of the Agreed Syllabus or other arrangements used by the school to plan RE and the religious and cultural backgrounds of children in their classes.

Special Educational Needs and Disabilities

Students learn more about the four main broad categories of SEND and the role of the SENCo or Inclusion Manager. They focus on learning how to personalise a series of four lesson plans for a hypothetical child with a specified SEND. This includes writing a learning profile for this child.

CourseworkMay 16

Help trainees learn how to personalise plans. Encourage them to make and record detailed observations of a child with a SEND as one of their child profile group to inform planning. Ensure trainees are aware of the type of activities children experience working with Teaching Assistants both inside and outside the classroom. Trainees to meet with

24


the SENCo or Inclusion Manager.

BA Year 3Term Module Title Summary Assessment How Mentors can support

TraineesOne Professional Studies for

School Based Training Three and School Based Training Three

To prepare trainees for their final School Based Training placement and to meet DfE 2012 Teachers’ Standards to at least grade 2

Against Teachers’ StandardsDecember 15

In addition to SBT1, trainee to take on at least 70% of whole class teaching by week three, developing trainee’s wider role within the school

Two & Three

English Strong focus on student research and sharing findings in small group discussions on a range of English based educational issues. Assignment focuses on fostering skills for developing children’s spoken language and talk analysis.

CourseworkMay 16

Dialogue on talk for learning and where and how talk opportunities are built across the curriculum. Observe children engaged in exploratory talk. Discuss the possibilities for dialogic teaching.

Mathematical Reasoning With mathematical reasoning as a key aim in the current Programme of Study, this module considers the importance of its role and how to recognise it in children. Strategies to develop a reasoning classroom are modelled and critiqued.

CourseworkMay 16

Observe lessons with a focus on how the trainee develops reasoning skills. Encourage the trainee to reflect on moments they have seen mathematical reasoning happening in the children. Suggest reasoning is built into the lesson objective.

Issues in Computing and Science Education

To develop trainees’ knowledge & understanding of how research informs teaching and learning of Science & Computing. Develop trainees’ assessment of children’s ideas in Science to inform planning. Evaluate a range of resources to support the teaching & learning of Computing including knowledge & skills of working with variables and various forms of input & output, particularly in relation to controlling or simulating physical systems.

CourseworkMay 16

Discuss the main misconceptions that children have about aspects of Science and how these can be addressed.Discuss the implications of the changes in the Computing curriculum at KS1 and KS2 and how these are being addressed.

Investigating Humanities Trainees develop their understanding of interdisciplinary teaching and learning in humanities subjects. They focus on enquiry learning as an effective pedagogy. They plan a sequence of lessons, including outside the classroom learning opportunities, based on a theme and theoretically justify their

CourseworkMay 16

Discuss the planning of sequences of humanities lessons so that students develop their knowledge and understanding of the NC requirements and how these can be met. Discuss assessment arrangements for humanities subjects. Observe trainee’s teaching, giving feedback to

25


planning, resourcing and assessment.

develop understanding of the value of these subjects in the NC.

Inclusive Practices Students investigate a range of contemporary issues in inclusive education, including culture and ethnicity, gender and socio-economic impact on educational opportunities. They select and research a topic of their own choice.

CourseworkMay 16

Discuss inclusion and the school’s policies and practices to promote opportunities for all, and how the school manages initiatives such as the Pupil Premium. Explore with staff how inclusive practices inform school policies and practice.

PGCETerm Module Title Summary Assessment How Mentors can support

TraineesOne Learning and Teaching

'How do children learn using a social constructivist approach with a focus on talk.’

To develop knowledge and understanding of socio-constructivist learning theory and the value of talk in teaching and learning. The focus is on: English, Mathematics, Science, Computing and Technology, RE and PE.

4500 words


Students must listen to and record a range of examples of classroom talk in a range of lessons and discuss with or ‘interview’ teachers about talk for learning.

Two Professional Studies for School Based Training One and School Based Training One

To prepare trainees for their first School Based Training placement and to meet DfE 2012 Teachers’ Standards to at least grade 3.

Against Teachers’ StandardsFebruary 16

Mentoring the trainees, weekly meetings/target setting, modelling good practice, observing and giving feedback, directing trainees to areas of expertise within the school

Interdisciplinary Learning‘Develop an interdisciplinary sequence of learning based on the foundation subjects and critique it.’

To examine a range of pedagogies including creativity, investigation and enquiry-based learning. To engage in an exploration of the interdisciplinary relationships between the foundation subjects focussing on: Art, Geography, History, D&T, Modern Foreign Languages and Music. To plan an interdisciplinary scheme of work and justify in the light of current research and theory.

4000 words

CourseworkApril 16

Share examples of planning which takes interdisciplinary approaches into consideration e.g. creative curriculum. Discuss pedagogies of creativity and enquiry-based/investigative learning & how these are applied inclusively to meet the needs of a diverse range of learners. Ensure trainee experience, observe and teach a range of foundation subjects.

Three Professional Studies for School Based Training Two and School Based Training Two

To prepare trainees for their final School Based Training placement and to meet DfE 2012 Teachers’ Standards to at least grade 2

Against Teachers’ StandardsJuly 16

In addition to SBT1, allowing trainee to take on at least 70% of whole class teaching by week four and developing trainee’s wider role within the school

26

Appendix 4

Level Descriptors for Assessment of Teachers’ StandardsPreamble: These statements provide descriptions of how trainees may demonstrate achievement at different levels in meeting and exceeding the Teachers’ StandardsPart 1: Teaching

Teachers’ Standards (TS) DfE 2012 Emerging Grade 3 (E) Grade 3 Grade 2 Grade 1TS1: Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating

environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

demonstrate an understanding of a need for a safe and stimulating environment for pupils and show respect for pupils

begin to recognise the need to challenge pupils of all backgrounds, abilities and dispositions

demonstrate the positive attitudes, values and behaviours which are expected of pupils

be able to encourage pupils to participate and contribute in an atmosphere conducive to learning

in the course of differing school experiences, show that he/she has set appropriately high expectations, believing that all pupils can make progress

be able to develop a rapport with a range of individuals and groups; most pupils are engaged in their learning

consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school

demonstrate enthusiasm for working with pupils and young people and for teaching and learning

be consistent in encouraging pupils to participate and contribute in an atmosphere conducive to learning

consistently set high expectations of pupils in different training contexts

be well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate

constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning

consistently set high expectations of pupils in different training contexts

there are high levels of mutual respect between the trainees and pupils.

be very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

generate high levels of enthusiasm, participation and commitment to learning ensuring all children try hard and take pride in all of their work

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Appendix 5

Appendix 4

Teachers’ Standards (TS) DfE 2012 Emerging Grade 3 (E) Grade 3 Grade 2 Grade 1TS2: Promote good progress and outcomes by pupils be accountable for pupils’

attainment, progress and outcomes be aware of pupils’ capabilities and

their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teachingencourage pupils to take a responsible and conscientious attitude to their own work and study.

begin to understand how teachers are accountable for attainment, progress and outcomes of pupils and have engaged in aspects of this alongside the class teacher

demonstrate a developing ability in supporting pupils in reflecting on their learning and identifying their needs

demonstrate an increasing knowledge and understanding of effective teaching strategies to support pupils’ learning

begin to develop teaching and learning activities which encourage independent learning. As a result many of pupils make at least expected progress

understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional

ensure his/her short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement

support pupils in reflecting on their learning and identifying their progress and emerging learning needs

plan lessons with suitable opportunities for learners to evaluate and improve their performance

be able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice

plan teaching and learning activities which encourage independent and autonomous learning. As a result the majority of pupils make at least expected progress

assume responsibility for the attainment, progress and outcomes of the pupils he/she teaches

demonstrate a sound understanding of the need to develop pupil learning over time

ensure his/her short and medium term planning consistently takes into account the prior learning of the pupils

regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform his/her future planning and teaching

use his/her knowledge of effective teaching strategies to encourage independent learning and set appropriately challenging tasks which enable the learners to make good progress. As a result almost all of the pupils make at least expected progress and many pupils exceed expected progress

assume a high level of responsibility for the attainment progress and outcomes of the pupils he/she teaches

demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how he/she is building on prior achievement

actively promote engaging and effective methods that support pupils improve their learning

set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment

regularly create opportunities for independent and autonomous learning. As a result all pupils make at least expected progress and the majority exceed expected progress

identify and support any pupil who is falling behind and enable almost all to catch up

Teachers’ Standards (TS) DfE 2012 Emerging Grade 3 (E) Grade 3 Grade 2 Grade 1

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TS3: Demonstrate good subject and curriculum knowledge have a secure knowledge of the

relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

have an adequate knowledge and understanding of the relevant subject/curriculum areas, and actively seek to develop this, recognising that subject and pedagogical knowledge are key elements of his/her development for which he/she is responsible

generally use subject specific language accurately and respond appropriately to questions which learners ask

demonstrate and encourage good standards of literacy and articulation and correct use of standard English

have sufficiently secure knowledge and understanding of the relevant subject/curriculum areas to teach effectively in the age phase for which he/she is training to teach

know how learning progresses within and across the subject/curriculum age phases he/she is training to teach, in terms of the development of key concepts and of learners’ common misconceptions

be able to respond appropriately to subject specific questions which learners ask and use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject

recognise the need to extend and update his/her subject and pedagogical knowledge as a key element of professional development and show the ability and readiness to do so

demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons

have well developed knowledge and understanding of the relevant subject/curriculum areas he/she is training to teach and use this effectively to maintain and develop pupils’ interest

make good use of his/her secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in his/her teaching

be critically aware of the need to extend and update his/her subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in his/her early career

model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in his/her lessons

draw on his/her in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest

demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in his/her planning

be astutely aware of his/her own development needs in terms of extending and updating his/her subject, curriculum and pedagogical knowledge in his/her early career and have been proactive in developing these effectively during his/her training

model very high standards of written and spoken communication in all professional activities

successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing


29

TS3 cont. if teaching early reading,

demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

In relation to early reading and mathematics:demonstrate he/she is developing a sufficient understanding of teaching systematic synthetic phonics, reading and writing and of teaching early mathematics

In relation to early reading: demonstrate sufficient

knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases he/she is training to teach

See ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’ for further information

In relation to early mathematics: know and understand the

principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases he/she is training to teach

See: `Understanding Arithmetic in ITT Mathematics’ for definition and further information

In relation to early reading: have a very secure

knowledge and understanding of systematic synthetic phonics and its role in teaching and assessing reading and writing in the context of the age-phases he/she is training to teach

In relation to early mathematics:have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age-ranges he/she is training to teach

In relation to early reading: draw on his/her very strong

understanding of systematic synthetic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age-phases he/she is training to teach

In relation to early mathematics:draw on his/her very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age-ranges he/she is training to teach


30

TS4: Plan well- structured lessons impart knowledge and develop

understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

begin to employ a range of teaching strategies and to plan individual lessons and learning experiences that aim to develop pupils’ knowledge, skills, understanding, engagement and enthusiasm

begin to develop an understanding of the importance of homework and out of class work in consolidating and extending learning

review and reflect on his/her own planning and teaching

have an awareness of the role and importance of and relationship between medium term plans, schemes of work, curriculum frameworks etc. and begin to contribute towards these

employ a range of teaching strategies and resources

plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes

maintain the pace of the learning, be able to respond flexibly to what is happening in the classroom and have the confidence to adapt his/her teaching in order to respond to the needs of the learners

create an environment in which the learners are usually engaged

understand how homework or other out of class work can sustain learners’ progress and consolidate learning and can design and set appropriate tasks

review and reflect on his/her own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils’ learning

work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the school’s medium term plans, schemes of work, curriculum frameworks etc.

show a willingness to try out a range of approaches to teaching and learning

plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes

know how to learn from both successful and less effective lessons through his/her systematic evaluation of the effectiveness of his/her practice, including its impact on learners

make a positive contribution to the development of curriculum and resources in his/her placement settings

plan lessons that often use well-chosen imaginative and creative strategies and that accurately match individuals’ needs and interest

be highly reflective in critically evaluating his/her practice

accurately judge the impact of his/her practice on individuals and groups of learners and can use his/her evaluation to inform future planning, teaching and learning

show initiative in contributing to curriculum planning and developing and in producing effective learning resources in their placement settings


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TS5: Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate

appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

begin to adapt his/her teaching to address different needs and strengths of individuals

be aware of a range of factors that are potential barriers to achievement, developing an understanding of how experienced teachers use a range of strategies to reduce these barriers

show an increasing awareness of how pupils and young people develop and begin to take account of this in his/her teaching

have a growing understanding of the challenges and opportunities of teaching in a diverse society and have a developing understanding of the needs of all pupils including EAL, SEND and those of high ability

recognise the different needs and strengths of individuals and groups and begin to adapt his/her teaching to address those needs and strengths so that learners are supported towards achieving their potential

be aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers and begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate

show an awareness of how pupils and young people develop and take account of this in his/her teaching

have some understanding of the challenges and opportunities of teaching in a diverse society

have a developing understanding of the needs of all pupils and be able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL, SEND and those of high ability. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners

consistently adapt his/her teaching to meet the needs of individuals and groups of learners to support progression in learning

know how to secure progress for learners and how to identify when groups and individuals have made progress

have a range of effective strategies that he/she can apply to reduce barriers and respond to the strengths and needs of their pupils

clearly recognise how to deal with any potential barriers to learning through his/her application of well-targeted interventions and the appropriate deployment of available support staff

quickly and accurately discern his/her learners’ strengths and needs and be proactive in differentiating and employing a range of clearly directed and timely intervention strategies to secure progression for individuals and groups

have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners


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TS6: Make accurate and productive use of assessment know and understand how to assess

the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

have an understanding of the statutory assessment requirements for the subject/curriculum in the age phases he/she is preparing to teach and with support from the class teacher be able to make broadly accurate assessments against national benchmarks

ensure planning and teaching includes formative assessment strategies, designed to support pupils in making progress

evaluate the impact of teaching on the progress of learners and use this as a basis for modifying his/her teaching and classroom practice when necessary

have an increasing awareness of how school and pupil level summative data is used to set targets for groups and individuals

with guidance from experienced teachers, begin to monitor pupil progress and maintain accurate records

mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress

have a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases he/she is preparing to teach and be able to make broadly accurate assessments against national benchmarks

ensure planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress

deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying his/her teaching and classroom practice when necessary

understand how school and pupil level summative data is used to set targets for groups and individuals and use that knowledge to monitor progress in the groups he/she teaches

with guidance from experienced teachers, monitor pupil progress and maintain accurate records setting new targets for individuals and groups

mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress

be able to assess pupils’ attainment accurately against national benchmarks

employ a range of appropriate formative assessment strategies effectively and adapt his/her teaching within lessons in light of pupils’ responses

maintain accurate records of pupils’ progress and use these to set appropriately challenging targets

assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve

confidently and accurately assess pupils’ attainment against national benchmarks

use a range of assessment strategies very effectively in his/her day to day practice to monitor progress and to inform future planning

systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning

assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress


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TS7: Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for

behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

work within the school’s framework for behaviour and usually apply rules and routines consistently and fairly, having high expectations and begin to use the range of strategies that experienced teachers use to promote positive behaviour

begin to apply these appropriately using sanctions and rewards, including praise, in order to create an environment supportive of learning

begin to recognise that planning appropriate lessons which challenge learners, teaching to address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management

begin to understand how barriers to learning can impact on pupil behaviour and that behaviour management is context-dependent and reflect on factors which may contribute to more challenging behaviour being exhibited within the class

understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated

work within the school’s framework for behaviour and apply rules and routines consistently and fairly

have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour

be able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning

understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated

recognise that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management

show an understanding of how barriers to learning can impact on pupil behaviour and apply strategies to address these, working alongside experienced teachers and support staff as appropriate

understand that behaviour management is context-dependent and be able to articulate which factors may contribute to significantly challenging behaviour being exhibited within the class

work within the school’s framework for behaviour and apply rules and routines consistently and fairly

have consistently high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning

manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual

actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated

rapidly adapt to the different circumstances in which he/she trains, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly

have consistently high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning

manage pupil behaviour highly effectively so that learners display very high levels of engagement, courtesy, collaboration and cooperation

actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated


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TS8: Fulfil wider professional responsibilities make a positive contribution to the

wider life and ethos of the school develop effective professional

relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively take responsibility for improving

teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.

understand the ethos of the school and show a willingness to contribute to the wider life of the school in appropriate ways

begin to build effective professional relationships with colleagues and be able to work collaboratively

communicate with support staff to assist in supporting the progress and achievement of individuals and groups of pupils and seek and respond to advice from specialist staff and more experienced colleagues about individual pupils with specific needs

be becoming increasingly reflective of his/her own practice and begin to identify personal professional development targets and with support, he/she can identify opportunities to address and meet these targets

recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being and seek to develop positive relationships with parents and carers

understand and be able to support the ethos of the school and show an readiness to contribute to the wider life of the school in appropriate ways

build effective professional relationships with various colleagues and have the skills required to work collaboratively

communicate with and direct any support staff deployed in his/her lessons to assist in supporting the progress and achievement of individuals and of groups of pupils

understand when to ask for information and advice from specialist staff about individual pupils with specific needs

seek out and be responsive to advice from more experienced colleagues

evaluate his/her own practice and be able to identify subsequent or on going personal professional development targets and identify opportunities to address and meet these targets

recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being

communicate effectively at set points in the school year, including at parents’ evenings and through written reports and understand the need to communicate at other points in response to individual pupils’ emergent needs

be pro-active in seeking out opportunities to contribute to the wider life and ethos of the school

be effective in building good professional relationships with colleagues and demonstrate that he/she can work well collaboratively when required to do so

take responsibility for deploying support staff in his/her lessons and for seeking advice from relevant professionals in relation to pupils with individual needs

be pro-active in terms of his/her own professional learning and value the feedback he/she receives from more experienced colleagues, using it to develop his/her own teaching further

communicate effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being and assume some responsibility for doing so in response to individual pupils’ emergent needs

be pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school

build strong professional relationships and demonstrate that he/she are able to work collaboratively with colleagues on a regular basis

take responsibility for deploying support staff in his/her lessons and for seeking advice from relevant professionals in relation to pupils with individual needs

deliberately seek out opportunities to develop his/her own professional learning and respond positively to all the feedback they receive

communicate very effectively, both verbally and in writing, with parents and carers in relation to both pupils’ achievements and well-being when required to do so formally and be proactive in communicating in relation to individual pupils’ emergent needs

Part 2: Personal and professional conduct

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A teacher is expected to demonstrate consistently high standards of personal and professional conduct.The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

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Teachers’ Standards (TS) DfE 2012 Expected StandardsTeachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building

relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Trainee teachers uphold public trust in the teaching profession and maintain high standards of ethics and behaviour, within and outside school, by: demonstrating a commitment to the teaching profession and being pro-active in developing effective professional relationships with

colleagues and pupils demonstrating a high regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions understanding that by law schools are required to teach a broad and balanced curriculum actively supporting pupils to develop a wider understanding of social and cultural diversity and all values including British values promoting equality of opportunity and diversity in teaching and learning

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

demonstrate high regard for and take responsibility for the implementation of workplace policies in the different settings in which he/she has trained

adhere to school policies and practices, including those for attendance and punctuality

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

demonstrate an understanding of his/her statutory professional responsibilities, including the requirement to promote equal opportunities

provide appropriate adjustments for pupils with disabilities which impact positively on pupil achievement, as provided for in current Equalities Legislation

demonstrate a sound understanding of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document

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Profile of Expected Progress for Each Teaching StandardProgramme Emerging Grade 3 (E) Grade 3 Grade 2 Grade 1

BA SBT1Minimum attainment Some trainees will reach Grade 3 Exceptional trainees will reach Grade 2 Highly exceptional trainees will reach

Grade 1

BA SBT2 If a trainee attains at Grade E this may trigger a Notification of a Cause for

Concern (see 2 below)Minimum attainment Some trainees will reach Grade 2 Exceptional trainees will reach Grade 1

BA SBT3 If a trainee attains at Grade E this will trigger a Notification of a Cause for

Concern (see 1 below)

If a trainee is reaching Grade 3 only this may trigger a Notification of a Cause for

Concern (see 2 below)Minimum attainment Majority of trainees will reach Grade 1

PGCE SBT1If a trainee attains at Grade E this may

trigger a Notification of a Cause for Concern (see 2 below)

Minimum attainment Some trainees will reach Grade 2 Exceptional trainees will reach Grade 1

PGCE SBT2If a trainee attains at Grade E this will




SD Term 1If a trainee attains at Grade E this will


Minimum attainment Some trainees will reach Grade 2 Exceptional trainees will reach Grade 1

SD Term 2If a trainee attains at Grade E this will


If a trainee reaches Grade 3 only this may trigger a Notification of a Cause for

Concern (see 2 below)Minimum attainment Some trainees will reach Grade 1

SD Term 3If a trainee attains at grade E this will trigger a Notification of a Cause for

Concern (see 1 below)



Notification of a Cause for Concern1. If a trainee falls into the category of a Cause for Concern, consideration needs to be given as to whether the trainee can make the accelerated progress necessary to ensure he/she reaches the minimum attainment grades by the end of the assessment period. If there is doubt that the progress will be good enough to achieve the minimum grades by the end of the assessment period, a formal Notification of a Cause for Concern, together with a Support Plan, will be issued. 2. Not all trainees falling into the Cause for Concern category will require a formal Notification of a Cause for Concern as he/she is on track to make sufficient progress to achieve the minimum grade by the end of the placement. He/she may only require a progress support plan. End of Programme Expectations

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Appendix 6

At Middlesex University, we have appropriately high expectations of our trainees and our expectation is that the majority of trainees will achieve an overall Grade 2 or higher by the end of his/her final SBT placement/end of programme.

Middlesex ITE Partnership Key Improvement Priorities 2015-16: Primary

Personal and Professional Conduct

Sharpen the focus on Part Two of the Teachers’ Standards, with trainees able to develop and demonstrate a critical understanding of fundamental British values, so that all trainees demonstrate consistently high standards of personal and professional conduct.

Regional Priorities

Extend the central training emphasis to encompass regional priorities, such as supporting underperforming groups of pupils and closing the gap so that an even higher percentage of trainees know how to respond to the strengths and needs of all pupils (TS5) and will be graded good or better.

Mentor Development

Embed the use of the mentor self-audit to inform a framework for the professional development of mentors so that all trainees can benefit from high quality mentoring.

NQT Support

Maintain links with and support NQTs in making the transition to teaching and their impact in their induction year and beyond so that there is an effective continuum from ITE to induction and CPD which is recognised and valued by employers.

Assessment Without Levels

Develop trainees’ knowledge of how to assess pupil achievement without levels so that all trainees can demonstrate competence in assessing pupil achievement without levels.

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Appendix 7

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